CLIL Module Plan

CLIL Module PlanAuthor(s) Annabella Vinci, Filippo Ziller

School IC TAIO

School Grade Primary Middle High

School Year 1 2 3 4 5

Subject Scienze Topic The hydrosphere and the properties of water

CLIL Language English Deutsch

Personal andsocial-culturalpreconditionsof all peopleinvolved

TEACHERS: The project will be conducted by the teacher of science AnnabellaVinci, who has achieved the English certification ESOL InternationalCommunicator B2 (on March 2015) and the CLIL certification with IPRASE(2015-2016). The science teacher will be supported in the classroom by a CLILexpert for one hour per week. The CLIL expert (Filippo Ziller) is a teacher atthe primary school. He attended the TKT Course CLIL module (2014/2015) andthe Trentino Primary Teachers CLIL course at NILE in Norwich (2017). The CLILexpert collaborated during the preparation and the correction of the materialand the writing concerning the lesson plans. The art teacher and thetechnology teacher have supported the students during the realization of theposters and during the research on internet. The italian teacher took partduring the realization of the third part of the project concerning the sketches(with the project “Prendersi cura di.... altri viventi”). CLASSROOM ANDSTUDENTS: The class (IC) is made up of 25 students with 13 boys and 12 girls.One student has got an emotional and psychological problem and he iscertificated with PEI. He has good cognitive skills but he needs to be helped bya support teacher for 22 hours per week (of which two hours during the CLILproject in science). There is a student from Macedonia. She has alwaysattended school in Italy. There is a student with PEP ( dysorthography ) Thestudents are polite and the class environment is relaxed. However, there is asignificant group of students with a weak approach to the expectationsrequired by the school in terms of eagerness, organization of material, study,accuracy and responsability. They have showed a low level of concentrationduring the lessons and a lack of effort in activities and homework. During thefun and amusing activities part of the students have demonstrated passivebehavior and lack of enthusiasm. Their approach has influenced the outcomesof the tests: they showe

Students' priorknowledge,skills,competencies

Subject Language

-Science Experimental scientificmethod -Graphic representation ofdata -The matter and its properties(mass, weight, density) -Atomicstructure of the matter: atoms andmolecules -States of aggregation ofthe matter and its characteristics -Heat and temperature and theirsystems of measurement -Thepassages of states

The students of the 1C class havenever attended CLIL lessons atprimary school. Indeed, it is possibleto observe a low level of English interms of vocab., speaking skills andcomprehension. At the middle schoolthey started with a CLIL module ingeography in the first part of the year.Starting from the second part of theyear the class has been involved inthe CLIL project in science and in aCLIL project in art. Most of the themare able to understand simplesentences of daily life. They are alsoable to interact using simplesentences or chunks, and to answereasy questions. GRAMMATICALFUNCTIONS -Verbs: present simpleand imperative. -Prepositions: of time,location and movement. -Frequencyadverbs and adverbs of time -WHquestions -Modal verbs -Adjectives -Indefinite pronouns LINGUISTICFUNCTIONS: -Greetings -How to telltime -Ask information -How to ask andanswer personal questions -Giveinstructions -Describing people andgeneral things

Timetable fit Module Length 33 lessons divided in 3 parts

Description ofteaching andlearningstrategies

The aim of the project is to learn science contents, as explained before,through the medium of the English language. Our goal is to introduce learnersto new important science concepts, to improve learners’ production of thelanguage of science, to improve students’ cognitive skills (LOTS and HOTS), toincrease learners’ confidence in English and to encourage them to expresstheir ideas in a non-native language. For this reason students are asked toshow interest and a positive approach to the lessons. The lessons providedidactic strategies such as: repetition, expressing concepts in other words,scaffolding in order to offer students a support they need and to encouragetheir participation, requesting feedback, use of mimic, use of code switchingwhere it’s necessary, use of images and visual support, use of glossaries, useof games and playful activities, use of computers. Some lessons are frontalwith the use of Lim for visual support and for instructions. During the lessonsstudents are asked to work individually, in pairs and in teams. For the peeractivity the pairs are decided by the English teacher in order that studentswith good English abilities are paired with students who need support. Forhomework students are encouraged to reinforce the concepts and the vocab.learned during the lessons. They need to complete worksheets and answerquestions. Almost each lesson starts with the correction of homework. Thatmeans we ask students to be responsible.

Overall Module PlanUnit: 1The Earth and its components: thehydrosphere and the water cycleUnit length: 17 lessons; lessons perweek: 3 - two of 95' and one of 60'

Lesson 1

Project introduction

Lesson 2

How to work in a classroom

Lesson 3

Agreement and disagreement (the 3 hands)

Lesson 4

What is water for you?

Lesson 5

The Earth and its components

Lesson 6

Water on Earth

Lesson 7

Pie charts

Lesson 8

Pie charts - second part

Lesson 9

Repetition through games

Lesson 10

Repetition through games - second part

Lesson 11

I Science test

Lesson 12

The water cycle

Lesson 13

The water cycle - second part

Lesson 14

Preparation for the game of the goose

Lesson 15

Game of the goose

Lesson 16

Game of the goose - second part

Lesson 17

Water cycle poster

Unit: 2Physical and chemical properties of waterUnit length: 13 lessons (11 hours of 60minutes); lessons per week: 3

Lesson 1

(FOR THE MATERIAL LESSON 18) The watermolecule and its chemical formula; Water asuniversal solvent

Lesson 2

(LESSON19) Water as universal solvent:experimental activity

Lesson 3

( LESSON 20) Chemical and physical properties ofwater

Lesson 4

(LESSON 21) Water pressure - Communicatingvessels: experimental activity

Lesson 5

(LESSON 22) Oral examination; water identity card

Lesson 6

(LESSON 23) Water surface tension - Experimentalactivity

Lesson 7

(LESSON 24) Water surface tension-Homework -Groups divison

Lesson 8

(LESSON 25) Capillary action of water - experimentalactivity

Lesson 9

(LESSON 26) The property of capillarity

Lesson 10

(LESSON 27) Experimental activity: the colors of therainbow

Lesson 11

(LESSON 28) Treasure Hunt game

Lesson 12

(LESSON 29) Revision fot the test

Lesson 13

(LESSON 30) II Science test

Unit: 3Realization and playing of the sketches;schooltrip in the : "La casa dell'acqua"MuseumUnit length: 4 lessons

Lesson 1

(LESSON 31) Realization of some fun sketches:writing

Lesson 2

(LESSON 32) Realization of some fun sketches:writing - second part

Lesson 3

(LESSON 33) Realization of some fun sketches:playing

Lesson 4

(LESSON 34) School trip in Fondo (TN):the “Casadell’acqua” Museum

CLIL Lesson PlanUnit number 1 Lesson number 1 Title Project introduction

Activity Timing LearningOutcomes

ActivityProcedure

Language Interaction Materials Assessment

1 1 Most studentsshould be able tolisten theteacher’spresentationGettingacquainted toeach otherEncouragelearners toformulate somequestions usingthe “WHquestions

Teacher presentshimself to theclass through abrief activity onthe blackboard,as explained inthe attachedicebreakeractivity “Get toknow you”(U2_L1_ALL1.doc)Students: areasked to thinksome questionsrelated to theinformation, inorder to obtainmore informationabout the newteacher Teacher:answers to thequestions

Skills

L S R W

Key vocabularyWhat; where; who;how; why; observe; tell

CommunicativestructuresMy name is ..; I livein…; My hobby is..; I’m…. years old; Myfavorite subject is…..

WholeclassGroupworkPair workIndividualwork

U1_L1_ALL2.ppt.pptxU1_L1_ALL1.doc.docx

Blackboard

Noassessmentexpected

2 15minutes

Encourage SST(Students’ talkingtime: they arecalled to presentthemselves usinga small blackcardboard Theaim is also tocreate astimulatingclassroomenvironment

Students: afterwriting somepersonalinformation onthe blackcardboard, eachstudent is askedto presenthimself givingthe followinginformation:name, surname,age, location,favourite leisureactivity

Skills

L S R W

Key vocabularyName; surname;address; town; city;street; age; favoritehobby

CommunicativestructuresMy name is ..; I livein…; My hobby is..; I’m…. years old; Myfavorite subject is…..


U1_L1_ALL2.ppt.pptxU1_L1_ALL1.doc.docx

Pencil and blackcardboard, toothpick


3 20minutes

Introduction ofthe project “Allyou need iswater” through aPPT(U1_L1_ALL2.ppt):title, numbers oflessons;explanation of theCLILmethodology;content’s aimsand language’saims; tools (pc,LIM, video, ppt,pen drives, filesecc.). Theexplanation willbe done using L2(if it necessary itwill be use L1)

Teacher explainsthe wholeproject: title,aims,methodology,tools. Studentsare expected tolisten carefully tothe teacher’sintroduction,asking somequestions if it isnecessary

Skills

L S R W

Key vocabularyProject; aim; thecomponents of theEarth; the water cycle;experiments;

Communicativestructures


U1_L1_ALL2.ppt.pptx


CLIL Lesson PlanUnit number 1 Lesson number 2 Title How to work in a classroom


Activity Procedure Language Interaction Materials Assessment

1 35minutes

Create a simpleposter with themain classroom’rules They shouldbe able to readthe flashcardsand match themwith the correctimages (visualsupport) Studentsshould be awareof the main rulesAttributing;organizing;

Teacher: explainsthe instructions forthe following activityStudents: listencarefully to theteacher’sinstructions and askquestions if it isnecessary Teacher:helps studentsduring the activity:teacher elicits themeanings of somewords using visualsupports Students:work together as agroup

Skills

L S R W

Key vocabularyRules, listencarefully, raiseyour hand,discuss to eachother, respectthe others, worktogether,payattention, bequite, classmate

CommunicativestructuresImperative form(choose....) Whatis ....?


U1_L1_ALL2.ppt.pptxU1_L2_ALL1.doc.docxPHOTOPOSTERCLASSROOMRULES.pdf

Poster, color pencils,scissors, glue stick,images(visual support)

Assessmentby observingtheirconcentrationand their wayto work

2 10minutes

Explanation of thehomework andbrief start of thews: Questionwords exercise(U2_L2_ALL2.doc):to improve theuse of WHquestions andenhancingspecific languagestructuresImprovingstudents’ abilityto use specificlanguage’sstructure relatedto their daily life(Wh- questions)

Teacher: explainstheworksheet/homework(ws 2.1) Students:listen carefully to theteacher’sexplanation

Skills

L S R W

Key vocabularyWhere; when;why; who; what;how much; howmany;

CommunicativestructuresWhat is…..?;Where is…..?;How is….?;Where do….?


U1_L2_ALL2.doc.docxws 2.1

Assessmentby observingtheirconcentrationand their wayto work (nextlesson will bestart with thecorrection)

3 5minutes

Students areasked to createthe “three hands”(green, yellow,red) used for thefeedback at theend of the lesson(agreement,disagreement)

Teacher: availablefor help studentsStudents: Listencarefully to theteacher’sinstructions for thehomework (thestudents have to cutand color the threehands, read thestatements, cutthem with thescissors and try tomatch each one ofthem with thecorrect hands(green, yellow, red)

Skills

L S R W

Key vocabulary



U1_L1_ALL2.ppt.pptxU1_L2_ALL2.2.doc.docx

Continuousassessment:participatingskills(answering,askingquestions,positiveapproach)

CLIL Lesson PlanUnit number 1 Lesson number 3 Title Agreement and disagreement (the 3 hands)


ActivityProcedure


1 20minutes

Most studentsshould listencarefully to theteacher in order tounderstand theprogram of thelesson Moststudents shouldimprove their useof the WHquestions

Teacher:presents thedaily lessonwith a PPTTeacher:manage theplenarycorrectionStudents:answer tothe teacherquestionsrelated totheworksheet

Skills

L S R W

Key vocabularyWhen, who, where,why,what, which, howmuch, how many

CommunicativestructuresCan you read…? Whatdo you think….? Whichone…?


U1_L2_ALL2.doc.docxU1_L3_ALL.ppt.pptx

PPT WorksheetU1_L2_ALL2.1.doc

Valuatinghomework:accuracy andprecisionContinuousassessment:participatingskills:answering

2 40minutes

Students are askedto show the “threehands” (green,yellow, red) inorder to check thehomework;Students should beable to share theirideas and comparetheir choicesStudents should beable to understandthe meaning of thestatements andmatch them withthe three handsStudents are askedto paste thedifferent sentencesin the back of thethree hands

Teacher:available forhelpstudentsStudents:focused onthe task

Skills

L S R W

Key vocabularyPositive feedback;negative feedback;opinion; idea

CommunicativestructuresWhat is your feedback?What do you thinkabout? I like it; I don’tlike it; It was funny; It isdifficult; Please stop; Ineed help; We can goon


U1_L2_ALL2.2.doc.docxU1_L3_ALL3.1.doc.docxPHOTO_THE THREEHANDS FOR THE FINALFEEDBACK.pdf

WorksheetU1_L3_ALL3.1.docWorksheetU1_L2_ALL2.2.doc Scissorsand glue stick, three hands


CLIL Lesson PlanUnit number 1 Lesson number 4 Title What is water for you?


ActivityProcedure


1 5minutes

Moststudentsshouldknowsomewords inorder tocompletetheexerciseMoststudentsshould beable tospellcorrectlythe words

Teacher/s: askstudents to readthe exercise’sinstructions andexplain them inother words if it isnecessaryStudents: listencarefully and readthe instructionsTeacher/s: showstudents theexample with theword “snow” inorder to help themto grasp theconcept of theexercise

Skills

L S R W

Key vocabularyCrossword; worksheet;spelling

CommunicativestructuresHow do you spell…?Can you spell….?


U1_L4_ALL.ppt.pptxU_L4_ALL4.1.doc.docx

Worksheet 4.1 PPT LIM

Assessment notexpected

2 20minutes

To activatepossiblepriorknowledgeand tostimulatetheircuriosityandcreativityElicit fromthelearners asmanywordsrelated tothe wordwaterThinkingandwriting

Teachers:availablefor help Students:working on theworksheet

Skills

L S R W

Key vocabularyWords related to thetopic of water

CommunicativestructuresHow do you say it inEnglish? Is it correct? Isit right?


U_L4_ALL4.1.doc.docxWorksheet 4.1

Assessment byobserving theirconcentrationand their way towork in pairs

3 15minutes

LearningthroughcorrectionCreate aglossaryduringcorrectionin order tolearn newwords(worksheet4.2)

Teacher:discussing withstudents aboutthe exerciseStudents:reasoning:thinking why ,explaining

Skills

L S R W

Key vocabularyThe new wordsfounded by thestudents

CommunicativestructuresWhich one….? Whatis…? Can you explain itin other words? Canyou give me anexample?


U1_L4_ALL4.2.doc.docxWorksheet 4.2

Check students’speaking skills:fluency/accuracyand contentsknowledgePositiveapproach to theactivity

4 20minutes

Stimulatestudents’creativityandfantasy

Teacher: explainsthe exerciseStudents: listencarefully to theteacher andrepresent, on theirown, through adrawing what iswater

Skills

L S R W

Key vocabularyPencil; rubber;representation; coloredpencils; draw; drawing;

CommunicativestructuresHow would yourepresent …? Howwould youorganize….to show?


U_L4_ALL4.1.doc.docxWorksheet 4.1 second part

Assessment byobserving theirconcentrationand their way towork

CLIL Lesson PlanUnit number 1 Lesson number 5 Title The Earth and its components


ActivityProcedure


1 10minutes

Teacher throughthis activityelicits specificwords needed forthe followingexercise studentsshould be able tograsp the mainvocabularyneeded for thenext exerciseImprovingstudents’ abilityto use specificlanguage

Teacher/s:presents thedaily lessonwith a PPTTeacher/s: hasthe aim toelicit the rightwords fromthe studentsusing oneimage Teachershows theimage on thewhiteboardStudents: areasked tointeract withthe teacheranswering tothe questions

Skills

L S R W

Key vocabularySolid, liquid, gas,oxygen, carbonedioxide, surface, life,minerals, rocks, ocean

CommunicativestructuresWhat is it? What canyou see? Can youdescribe it? Whatelements can you see?Can you name …..?


U1_L5_ALL.ppt.pptxPPT LIM

Continuousassessment:participatingskills

2 20minutes

Introduction ofthe new topic:“The Earth andits components”(worksheet 5.1)Reinforce theconcept of thewords elicited inthe previousExerciseStudents shouldbe able to matchthe sentencesand the picturesin the correctboxes Exercisecorrection

Teacher/s:explanation ofthe exerciseand availablefor helpStudents:working inpairs on theexercise(worksheet 1)Teacher/s:discussingwith studentsabout theanswers of thepreviousexercise Helplearners thinkabout theanswersExplanationStudents:reasoning:thinking whydescribingexplaining

Skills

L S R W

Key vocabularyAtmosphere,lithosphere,hydrosphere,biosphere, Earth, gas,oxygen, rocks, nitrogen,carbone dioxide,animals, plants

CommunicativestructuresCan you help me? Whatdoes it mean? Can yousay it in other words?


U1_L5_ALL5.1.doc.docxWorksheet 5.1 Scissors,glue, pencil


3 10minutes

Improvingstudents’listening skillthrough a video“How muchwater is onEarth?”Comprehension

Teacher /sexplain thelisteningactivityStudents listento the videotwice: firsttime withoutsubtitles,second timewith subtitlesTeachersavailable forhelp Students:working on theworksheet

Skills

L S R W

Key vocabularyKey vocabulary Water,ground, oceans,atmosphere, livingthings, body, sodiumchloride, food, drink,glaciers, groundwater,rivers, lakes



U1_L5_ALL5.2.doc.docxU1_L5_ALL5.2.doc(solution).docx

Video on Youtube “Howmuch water is on Earth Textwith fill in the blanks(worksheet 5.2)


4 5minutes

Homework’sexplanation

Teacher:explanation ofhomeworkStudents:listeningcarefully totheexplanation

Skills

L S R W

Key vocabulary



U1_L5_ALL.ppt.pptxU1_L5_ALL5.2.doc.docxU1_L5_ALL5.2.doc(solution).docxU1_L5_ALL5.3.doc.docxU1_L5_ALL5.3.doc(solution).docx

Homework: worksheet 5.2and 5.3 Study the newwords founded in theexercise

Next lesson:valuatinghomework:accuracy andprecision

CLIL Lesson PlanUnit number 1 Lesson number 6 Title Water on Earth



1 15minutes

Correctionof theworksheet5.2 and 5.3

Teacher: asks studentsto read the exercise andgives more explanationabout the topic Students:read the text and askquestions about the topic

Skills

L S R W

Key vocabularySpecific wordsrelated to thehydrosphere

CommunicativestructuresWhat’s themeaning of? Whatis the…….? Canyou give me anexample? What isthe percentagefor….? What isthis?


U1_L5_ALL5.2.doc(solution).docxU1_L5_ALL5.3.doc(solution).docx

Worksheet 5.2 Worksheet5.3

Valuatinghomework:accuracy andprecision

2 10minutes

Reading thetext of theworksheet6.1

Teacher: explain theexercise and helpstudents to understandthe new information.Help students with thecorrect pronunciationStudents: read the textwith the help of theteacher and improvetheir reading skill andcomprehension. Listencarefully to the teachers’pronunciation

Skills

L S R W

Key vocabularyPhysical states,solid, liquid, gas,life, human body





3 15minutes

Answer thequestionsrelated tothe textMoststudentsshould bedemonstrateto worktogether

Teacher: are available tohelp students. Students:discuss to each other,work together andanswer the questions

Skills

L S R W

Key vocabulary“Blue planet”,land, Earth'ssurface, physicalstates, solid,liquid, gas, livingbeing

Communicativestructuresconsist of…,because...



Formativeassessment:by observingtheir way towork in pairs

4 10minutes

to practicethevocabularystudied sofar and tostimulatestudents’interest

Teacher: ask studentsquestions Students:answer the questions asfast as they can

Skills

L S R W

Key vocabularyAll the wordsstudied in theworksheet 5.3

CommunicativestructuresWhat is it?


U1_L5_ALL5.3.doc.docxU1_L5_ALL5.3.doc(solution).docxU1_L6_ALL6.2.doc.docx

Vocab. Challenge game:worksheet 5.3: memorycards

Continuousassessment:participatingskills:answering

5 5minutes

Three handsactivity:like/dislike

Teacher’ role: askingagreement/disagreementabout the ended lessonStudents’ role:answering through the“three hands”

Skills

L S R W

Key vocabulary

CommunicativestructuresI like it, I don’t likeit, It was funny, Itis difficult, Pleasestop, I need help,We can go on


U1_L2_ALL2.2.doc.docxU1_L3_ALL3.1.doc.docx

Three hands (green, yellow,red)

Assessmentis notexpected

CLIL Lesson PlanUnit number 1 Lesson number 7 Title Pie charts


ActivityProcedure


1 15minutes

Studentsshould be ableto reinforce(throughcorrection) themain conceptsand vocab.related to thetopic, alsorememberingtheir previousknowledge(physicalstates ofwater)

Teacher/s:checks thecovers of thestudents’notebooksTeacher/s: askstudents to readthe questionsand the answers;give moreexplanationabout the topic.Students: readthe answers.Correct andintegrate them ifit is necessary

Skills

L S R W

Key vocabulary71%, Earth; 29%, land,“Blue planet”; physicalstates (solid,liquid,gas); 60-65%

CommunicativestructuresWhy do people call theEarth the “BluePlanet”?; What does……. indicate?; Howmany physical statesdoes the water consistof?; Why is ….. soimportant …?


U1_L6_ALL6.1.doc.docxU1_L7_ALL.ppt.pptx

Worksheet 6.1 Pen, pencils,rubber, notebook

Valuatingdrawingcapability(related tothe covers ofthenotebooks)andthoroughnessin work(respect ofdeadline)Valuatinghomework:accuracy andprecision inanswering.

2 5minutes

Introduction ofthe newactivity “Let’screate our piecharts!”

Teacher/s:explanation ofthe next activitythrough a pptwith simpleinstructions andimagesStudents: listencarefully to theteacher

Skills

L S R W

Key vocabularyCompass, goniometer,cardboard, scissors,ruler

CommunicativestructuresImperative form: (youneed…, take your….);Present continuous:(today we are going todo….)



Assessmentnot expected

3 10minutes

Most studentsshould be ableto recognizeand read themath symbols

Teacher/s:introduction andexplanation ofsome importantmath signs andsymbols neededfor the nextactivityStudents: listencarefully to theexplanation.Read alone theworksheet 7.1

Skills

L S R W

Key vocabularyMinus, equals, plus,times, point, degree,divided by, percent,brackets

CommunicativestructuresWhat does this symbolrepresent?; Can youread aloud thiscalculation?


U1_L7_ALL7.1.doc.docxWs 7.1


4 10-15minutes

Most studentsshould be ableto understandthe steps ofthe procedure(realization ofpie charts:frompercentages todegrees)

Teacher/s:provide thematerial(cardboards) forthe pie chartsand handout theworksheet 7.2Students:organize theirown materialTeacher/s: readand explain thework procedurein order to dothe activityStudents: listencarefully to theteachers’explanation

Skills

L S R W

Key vocabularyCardboard, compass,material, ruler,goniometer

CommunicativestructuresThe first cardboard isused for what?; What isthe ……step?; How doyou convert thispercentage….?; Presentsimple and imperativeform;


U1_L7_ALL.ppt.pptxU1_L7_ALL7.2.doc.docx

White carboards Pencil,compass, ruler, goniometer


CLIL Lesson PlanUnit number 1 Lesson number 8 Title Pie charts - second part



1 40minutes

Creation ofthe pie chartsabout thewater onEarthImprovementof students’capability toconvertpercentagesin angles Thepupils shouldunderstandandremembertheinformationrelated to thepercentages)and theprocedure tocreate thepie chartsMost

Teacher: available tohelp students Students:focus on the constructionof the pie charts: readingthe instructions,calculating the formula,drawing and coloring thedifferent sections of thepie charts, naming themwith the correct names.

Skills

L S R W

Key vocabularyAmplitude; angle;degrees; convert;percentage;specific vocab.related to thetopic

CommunicativestructuresIs it correct?; Ineed help,please!; Can youhelp me please?;


U1_L7_ALL7.2.doc.docxPHOTO_PIECHART.pdf

Worksheet 7.2 CardboardsColored pencils GoniometerScissors Compass

Formativeassessment:by observingtheir way towork At theend of thislesson thescienceteacher willcollect all thepie charts ofthe studentsto give ajudgmentshared withthe teacheroftechnology

Moststudentsshouldimprove theirknowledgeonmathematicalsymbols Moststudentsshould beable tocreate thethree piecharts

2 5minutes

PeercorrectionMoststudentsshould beable tocomparetheir piecharts andhelp eachother

Teacher: available tohelp students Students:discuss to each otherand compare their worksin order to correct thepie charts Teacher:collect all the pie chartsto give a mark

Skills

L S R W

Key vocabularyIn my opinion…;What do youthink…?;



Pie charts Peerassessment

3 2minutes

Three handsactivity:like/dislike

Teacher/s role: askingagreement/disagreementabout the ended lessonStudents’ role:answering through the“three hands”

Skills

L S R W

Key vocabulary

CommunicativestructuresI like it, I don’tlike it, It wasfunny, It isdifficult, Pleasestop, I need help,We can go on


U1_L2_ALL2.2.doc.docxU1_L3_ALL3.1.doc.docxU1_L7_ALL.ppt.pptx


Assessmentis notexpected Atthe end ofthe lesson,the Scienceteacher tellsto thestudents thedate for theScience test(10 dayslater fromthis lesson)

CLIL Lesson PlanUnit number 1 Lesson number 9 Title Repetition through games


ActivityProcedure


1 5minutes

Moststudentsshouldbecomeaware oftheirmistakes

Teacher/s: handoutthe pie charts withthe mark Students:check their piecharts

Skills

L S R W

Key vocabularyPay attention to yourmistakes; You shouldimprove ….;



Pie charts Assessmentfor thepracticalworkCriteria:accuracy inconvertingpercentagesin angles;accuracy inusing thegoniometer;accuracy incutting anddrawing

2 10minutes

Explain theplannedactivity andthe tasks ofthe lesson:generalrepetitionthroughthree fungames forthe test

Teacher/s: presentthe daily lessonwith a PPT andexplains the aim ofthe lesson Students:listen carefully tothe teacherTeacher/s:communicate tostudents the teamsfor the quiz gameStudents: choose aname (related tothe topic) for eachteam

Skills

L S R W

Key vocabularyExplanation through aPPT




PPT LIM


3 40minutes

Firstactivity:Quiz game.To reviewand toreinforcethe topicscover so far(referencefor the rulesto theworksheet9.2)

Teacher: reads thequestions and writethe points on theblackboard for eachteam. Give thesolutions Students:they discuss to eachother and help thespokesman to givethe correct answer

Skills

L S R W

Key vocabularyTeam, captain,spokesman, discuss,teammate, button/bellAll the main words andconcepts studied in theprevious lessons

CommunicativestructuresReference to thequestions of theworksheet 9.2


U1_L9_ALL9.2.doc.docxFlashcards with questions(worksheet 9.2); button thathas to be pushed to give theanswer; blackboard to writethe scores


CLIL Lesson PlanUnit number 1 Lesson number 10 Title Repetition through games - second part



1 20minutes

Secondactivity:thissecondgame hasthe samethe rulesof thepreviousactivity.The aim isto reviewand toreinforcethe topicscover sofar(referencefor therules totheworksheet10.1)

Teacher/s: manage theactivity and write thepoints on the blackboardfor each tem Students:listen and watchcarefully to the videoand answer to open andmultiple choice questions

Skills

L S R W

Key vocabularyWater, ground,oceans,atmosphere,living things,body, sodiumchloride, food,drink, glaciers,groundwater,rivers, ball



Worksheet 10.1 Video ”Howmuch water is on Earth?”created with Edpuzzle Smallblackboard for each team Feltpen/marker

Continuousassessment:participatingskills(answeringquestions,positiveapproach)

CommunicativestructuresHow do you callthe amount of allthe water onEarth?; What isthe percentage ofwater in ourbody?; What isthe percentagefor the land?;Where is most ofthe fresh wateron the Earthtrapped?; Wheredo you find thelast 2% of freshwater?

2 10minutes

Thirdactivity:Vocab.challengegame Theaim of thethird gameis topracticethevocabularystudied sofar and tostimulatestudents’interest.

Teacher: draws students’names from a boxStudents: challenge eachother in answering thequestions (related to thews 5.3) posed by theteacher

Skills

L S R W

Key vocabularyAll the mainwords studied inthe ws 5.3; standup and sit down(reference to ws10.2)

CommunicativestructuresWhat is it?; Youare right/wrong;It's correct...


U1_L5_ALL5.3.doc.docxU1_L5_ALL5.3.doc(solution).docxU1_L9_ALL.ppt.pptxU1_L10_ALL10.2.doc.docx

worksheet 5.3-Memory cards

Continuousassessment:participatingskills(answering,positiveapproach)

3 5minutes

Theteachersays thewinnerteam(summingall thepoints ofthe firsttwogames)

Teacher/s: says thewinner team and give alittle gift to the winnerteam

Skills

L S R W

Key vocabularywinner, team,congratulation,great job,...



U1_L9_ALL.ppt.pptx

Teachers willgive a littlegift to thebest teamand to thewinner of thevocab.challengegame; andrecommendstudents torepeat andstudy for thetest

4 2minutes

Theehandsactivity:like/dislike

Teacher/s role: askingagreement/disagreementabout the ended lessonStudents’ role:answering through thethree hands

Skills

L S R W

Key vocabulary






CLIL Lesson PlanUnit number 1 Lesson number 11 Title I Science test


ActivityProcedure


1 60minutes

Most studentsshould be ableto completethe test Moststudentsshoulddemonstrate agood level ofpreparationMost studentsshould be ableto completedifferent typeof exercisesrelated to thetopic of thefirst unit

Teacher:explains theexercises ofthe test alsousing L1 if itis necessaryStudents:listencarefully tothe teacherand ask moreexplanationsif it isnecessary

Skills

L S R W

Key vocabularyAll the voc. Andconcepts studied so far

CommunicativestructuresImperative form: write…; answer thesequestions….; choosethe right answer; fill inthe blanks…


U1_L11_ALLTEST.doc -solutions.docxU1_L11_ALLTEST.doc.docx

FIRST CLIL SCIENCE Test

Summativeassessment:at the end ofthe firstmodule toidentifypossibleproblemsand throughwhich it’spossible tocheckstudents’knowledgeStudents areallowed toanswer alsoin Italian inthe exercisenumber 3

CLIL Lesson PlanUnit number 1 Lesson number 12 Title The water cycle


ActivityProcedure


1 5minutes

Moststudentsshouldunderstandthe aims ofthe dailylesson

Introduction ofthe new topic:“The water cycle”Teacher/s:explains the newtopic to the classStudents: listencarefully to theteacher

Skills

L S R W

Key vocabulary

CommunicativestructuresToday we are going tolearn….;


U1_L12-13_ALL.ppt.pptxPPT LIM


2 20minutes

Moststudentsshould beaware of thedifferentphases ofthe watercycle(alreadystudied inGeography)Most

Introduction ofthe new topic:“The water cycle”Brainstormingactivity toreinforce thephases of thewater cycleComplete theexercise aboutthe water cycle

Skills

L S R W


U1_L12_ALL12.1.doc(solution).docxU1_L12_ALL12.1.doc.docx

Worksheet 12.1-LIM

Formativeassessment:by observingtheir way towork andtheircapability tolink theirpreviousknowledge tothe topic ofthe exercise

Moststudentsshould beable toname thedifferentphases ofthe watercycle

(worksheet 12.1)Teacher/s:available to helpstudentsStudents: (theyshould alreadynow in Italian thedifferent phasesof the watercycle) they haveto complete theworksheet 12.1about the watercycle and itsphasesTeacher/s:manage theplenarycorrectionStudents: areasked to go atthe blackboard toanswer to theteacher’squestions relatedto the previousexercise

Key vocabularyEvaporation; transport;precipitation;groundwater; surfacerunoff; solar energy;infiltration;transpiration;condensation

CommunicativestructuresWhat is….?; Can youidentify …?; Can youmake a distinctionbetween…?; What isthe function of….?

the exercise

3 45minutes

Moststudentsshould beable tocompletethesentencesabout thewater cyclewith the keywords in theboxes Moststudentsshould beable tocreate theflashcardsAim: createtheflashcardsrelated tothe newtopic

Teacher/s:explain the newactivity andavailable for helpStudents: Listencarefully to the“Water cyclesong” Completethe sentences ofthe table 2 (ws12.2) Match theimages with thecorrect sentencesCreate theflashcards

Skills

L S R W

Key vocabularyain;wind; returns;atmosphere; plants;water vapor; sun;leaves; infiltrates; cool;ground; cloudsevaporation; transport;precipitation;groundwater; surfacerunoff; solar energy;infiltration;transpiration;condensation; hail,droplet To heat; to runoff

CommunicativestructuresImperative form:complete…;match…


U1_L12_ALL12.2.doc.docxU1_L12_ALL12.2doc(solution).docx

Worksheet 12.2 Scaffolding:picture glossary Video “Watercycle song” Scissors, glue stick,pen, pencil

Formativeassessment:by observingtheir way towork

CLIL Lesson PlanUnit number 1 Lesson number 13 Title The water cycle - second part



1 10minutes

Moststudentsshould beable tocooperatewith others

Teacher/s: available tohelp students and checkthe flashcards Students:discuss together andhelp each other with theflashcards

Skills

L S R W

Key vocabulary



U1_L12_ALL12.2doc(solution).docxPHOTOES_FLASHCARDSABOUT THE WATERCYCLE.pdf

flashcards

Peerassessment

2 5-10minutes

Moststudentsshouldunderstandthehomework

Homework’s explanationTeacher: explanation ofhomework Students:listening carefully to theexplanation

Skills

L S R W

Key vocabulary



U1_L12-13_ALL.ppt.pptxU1_L13_ALL13.1.doc.docx

Homework: worksheet 13.1 PPT

Valuatinghomework:accuracy andprecisionnext lesson

3 5minutes

Moststudentsshould beable togive andexpressthefeedback

“Three hands” activity:like/dislike Teacher’ role:askingagreement/disagreementabout the ended lessonStudents’ role:answering through the“three hands”

Skills

L S R W

Key vocabulary






CLIL Lesson PlanUnit number 1 Lesson number 14 Title Preparation for the game of the goose



1 15minutes

Moststudentsshould beable toanswersimplequestionsabout thewater cycle

Teacher: manages thecorrection Students: readtheir answers and writethe correct sentences

Skills

L S R W

Key vocabularyWater, drivingforce, process,change, totalamount, physicalstates,

CommunicativestructuresWhat happensif….?;What’s…..?;Why…?; In myopinion….;Because…;


U1_L14_ALL.ppt.pptxU1_L13_ALL13.1.doc(solution).docx

Worksheet 13.1 Blackboard

Valuatinghomework:accuracy andprecision

2 25minutes

Moststudentsshould beable tocompletetheworksheet14.1 Moststudentsshould beaware ofthedifferentaspectsrelated tothe watercycle Moststudentsshouldimprovetheirknowledge

Teacher: available tohelp students Students:focused on the exercise

Skills

L S R W

Key vocabularyHydrologicalcycle;movement;Earth; below;surface; energy;to heat up;transpiration;leaves; vapor;atmosphere;clouds; tinydrops;condensation;wind; cool; water;infiltrate;groundwater;runoff

CommunicativestructuresWH questions;They are madeof….; Because itis…; It can…..;




3 15minutes

Moststudentsshould beable tocorrect andunderstandthemistakes

Teacher: manage thecorrection Students:answer to the teacherand reasoning

Skills

L S R W

Key vocabularyReference to theactivity number 2of the lesson 14

CommunicativestructuresReference to theactivity number 2of the lesson 14


U1_L14_ALL14.1.doc(solution).docx

Worksheet 14.1

Continuousassessment:participatingskills(answering,askingquestions)andsummativeassessment

4 2minutes

Moststudentsshouldstart tolearn thesong

Teacher: help studentswith pronunciationStudents: listen carefullyto the song and sing

Skills

L S R W

Key vocabularyRain; snow; hail;precipitation;evaporation;condensation;transpiration;heat; take;


The water cycle song onYoutube


CommunicativestructuresThe refrain of thesong with aim tomemorize thespecific keywords of thewater cycle.“Water cycletakes the waterand moves it upand down and allaround the Earth;Evaporationcomes when….;Precipitationhappenswhen….”

5 3minutes

Moststudentsshould beable togivefeedback

“Three hands” activity:like/dislike Teacher’ role:askingagreement/disagreementabout the ended lessonStudents’ role:answering through the“three hands”

Skills

L S R W

Key vocabulary






CLIL Lesson PlanUnit number 1 Lesson number 15 Title Game of the goose


ActivityProcedure


1 25/30minutes

Moststudentsshould beable toanswer thequestionsrelated tothe ws 14.1(watercycle) Moststudentshould beaware of thedifferentphases ofthe watercyclethrough thereview

Teacher/s: helpstudents torepeat thecorrection; helpstudents duringthe review;integrates thepreviousargumentsrelated to thewater cycleStudents: areasked to read theanswers; areasked to listencarefully to theteacher

Skills

L S R W

Key vocabularyHydrological cycle;movement; Earth;below; surface; energy;to heat up;transpiration; leaves;vapor; atmosphere;clouds; tiny drops;condensation; wind;cool; water; infiltrate;groundwater; runoff

CommunicativestructuresThey are made of….;Because it is…; Itcan…..; They are….;WH questions;Interrogative form


U1_L14_ALL14.1.doc(solution).docxU1_L15_ALL.ppt.pptx

Worksheet 14.1

Valuatinghomework:accuracy andprecision andstudy thetopic

2 30minutes

Moststudentsshould beable to playthe gameMoststudentsshould beable torespect therules of thegame Moststudentsshould beable tograsp themainconceptsthrough thegame

Teacher/s:explain the rulesand handout thedies, thecardboards gameto the groupsStudents: listencarefully andunderstand therules of thegame Game ofthe gooseTeacher/s: passthrough thedesks andobserve thestudents playingthe game andgive a support tothe studentsStudents:focused on thegame; They readthe questions alltogether and onestudent tries toanswer alone

Skills

L S R W

Key vocabularyHydrological cycle;movement; Earth;below; surface; energy;to heat up;transpiration; leaves;vapor; atmosphere;clouds; tiny drops;condensation; wind;cool; water; infiltrate;groundwater; surfacerunoff

CommunicativestructuresThrow the die; It’s myturn to throw the die; Itis your /his/her turn; I’mthe winner; Scaffolding:during the game it isallowed the use of theL1 to answer thequestions (codeswitching)



Dices; cardboards game (15.1)LIM PPT

Continuousassessment:participatingskills(answering,askingquestions) Atthe end ofthe gamethe winnerwill benominated

CLIL Lesson PlanUnit number 1 Lesson number 16 Title Game of the goose - second part



1 10minutes

Explanationof thefollowingactivity:creation ofthe watercycleposterusingdifferentmaterials

Teacher: explanation ofthe new activity for thenext lesson Students:listen carefully to theteacher and ask questionif it is necessary

Skills

L S R W

Key vocabularyMaterial; sponge;wood; pins; paper;cardboards; gluestick; brush; cotton;pasta; wax colors;watercolors;plastic; rope;

CommunicativestructuresYou can….; It isallowed….; Youcould use….; Can Iuse; Can you lendme…please? Followthe instructions…;




2 25minutes

Studentsare askedto plantheir ownproject andstart tocreate itMoststudentsshouldthink andwrite a listof all thematerialthey needMoststudentsshoulddraw up adraft oftheirproject

Teacher/s: available tohelp students Students:work on the projectTeacher/s: in this phaseof the lesson teacherscall the students one byone: they show them thetest and invite thestudents to complete thecorrection for homework

Skills

L S R W

Key vocabularyDraft; project; plan;draw; write



Draft sheet, pens, pencils Continuousassessment:participatingskills,creativeskills

3 2minutes

Moststudentsshould beable to givefeedback

“The three hands”activity: like/dislikeTeacher’ role: askingagreement/disagreementabout the ended lessonStudents’ role:answering through thethree hands”

Skills

L S R W

Key vocabulary

CommunicativestructuresI like it, I don’t likeit, It was funny, It isdifficult, Pleasestop, I need help,We can go onCommunicativestructures





CLIL Lesson PlanUnit number 1 Lesson number 17 Title Water cycle poster



1 10minutes

Generalbrainstorming:repetition of theaims, material,procedure Moststudents shouldunderstand howto proceed

Teacher: managethe brainstormingStudents: listen andtake notes if it isnecessary

Skills

L S R W

Key vocabularyPaper; cardboard;plastic; wood; paperclips; felt pens; coloredpencils; sponge; toothpick

CommunicativestructuresThe aims of the activityare…; Pay attentionto….; You shoulduse….;


Not expected Assessmentnot expected

2 50minutes

Most studentsshould improvetheir creativityMost studentsshould be ableto represent thewater cyclethrough the craft(on their own)

Teacher: Availableto help studentsObserve studentsand start tocomplete the rubricassessment Remindstudents to thedeadline (10 days)of the project “watercycle poster”Students: Work ontheir project

Skills

L S R W

Key vocabularyPaper; cardboard;plastic; wood; paperclips; felt pens; coloredpencils; sponge; toothpick

CommunicativestructuresI need…; Can you lendme ….. please?; I wouldlike to use...


U1_L17_ALLRubricassessment.docx

Paper; cardboard;plastic; wood; paperclips; felt pens; coloredpencils; sponge; toothpick

Assessment:by observingtheir way towork; theteacher willevaluate theworks usinga rubricassessment

CLIL Lesson PlanUnitnumber

2 Lessonnumber

1Title

(FOR THE MATERIAL LESSON 18) The water molecule and its chemical formula; Water asuniversal solvent


ActivityProcedure


1 10 Students willlearn how isthe watermoleculecomposedStudents willlearn thechemicalformula ofwater: H20

Introduction ofthe secondmodule andthe new topic:Chemical,physical andbiologicalproperties ofwaterTeacher/s:explain thenew topic withthe support ofPPT Students:listen carefullyto the teacherexplanationTeacher/s:Elicit/ explainthe chemicalformula ofwater

Skills

L S R W

Key vocabularyHydrogen; oxygen;molecule; atoms

CommunicativestructuresThe water molecule iscomposed of…..; Simplepresent…




2 10minutes

Scaffolding:activate priorknowledge andbrainstormvocabulary thatmight be heardand readduring theactivity(materials andsubstancesneeded for theexperiment)

Teacher/s:scaffold andactivate priorknowledgeStudents:read, identifyand completethe part aboutmaterials andsubstancesTeacher/s:available tohelp studentsto figure outthe materialsand thesubstancesneeded for theexperiment(also showingthem thematerial)

Skills

L S R W

Key vocabularysalt; sugar; vinegar;alcohol; oil; spoon;beakers;

CommunicativestructuresWhat is this?; do youremember…?; temporaladverbs…;


U2_L18_ALL18.1.doc.docxU2_L18_ALL.ppt.pptx

ws 18.1 PPT LIM Material forthe experiment


3 25minutes

Studentsshould be ableto organize thematerialneeded for theexperimentStudentsshould beaware of theimportance ofdiscoveringnew things andto improvetheirknowledgeCooperatelearning Moststudentsshould be ableto work ingroup andcooperate withothers Moststudentsshould beaware of theimportance ofsharing ideas

Experiment:practicalactivity tounderstandand learn theproperty ofwater ofdissolvingdifferentsubstancesLearning bydoingTeacher: readthe procedurewith studentsand availableto helpStudents:students readandunderstandthe procedureand do theexperiment

Skills

L S R W

Key vocabularyBeaker; spoon;observe; put; complete;



U2_L18_ALL18.1.doc.docxWorksheet 18.1 and materials:liquid and solid substances,spoons, beakers

Formativeassessment:by observingtheir way towork ingroup

CLIL Lesson PlanUnit number 2 Lesson number 2 Title (LESSON19) Water as universal solvent: experimental activity



1 20minutes

Students willlearn theproperty ofwater todissolvedifferentsubstancesStudents willlearn thatwater is agood solventand anuniversalsolventStudents willstart to dohypothesisMoststudentsshould startto classifythesubstancesthatcan/can’t bedissolved inwater

Teacher/s: help studentsto understand thesecond part of the ws18.1 and to complete itStudents: complete theexperiment; completethe charts and answerthe questions sharingtheir ideas

Skills

L S R W

Key vocabularyCapability;dissolve; layer;sediment;bottom;

CommunicativestructuresYes, it is No, itisn’tInterrogativeform: is there…?Can; can’t


U2_L18_ALL18.1.doc.docxWorksheet 18.1- Experimentalresults

Continuousassessment:partecipatingskills(answering,asking, doing)

2 10minutes

Drawing:studentsshould beable torepresent ontheir own the

Teacher: available tohelp students Students:Draw the main results ofthe experiment

Skills

L S R W

WholeclassGroupworkPair work

U2_L18_ALL18.1.doc.docxWorksheet 18.1-Observations


main resultsof theexperimentStudentsshould beaware of theimportanceof thesequence ofthe phases(before/after)in anexperimentMoststudentsshould beable toobserve thephenomenaduring theexperimentMoststudentsshould beable torepresentwithdrawings thedifferentresults of theexperiment

Key vocabularyDraw; steps;phenomena;results;represent; pen;colored pencils

CommunicativestructuresImperative form

Individualwork

3 10minutes

Students willreview/learnthe negativeand theshort form ofthe verb tocan and tobe

Students: think about theexperiment andcomplete, with thesupport of the worksheet18.2, the conclusionsTeacher: available tohelp

Skills

L S R W

Key vocabularyTransparent;dissolve; layers;solvent

CommunicativestructuresWhathappens…?; Itis/isn’t Youcan/can’t



Worksheet 18.1- ConclusionsWorksheet 18.2 (scaffolding)


4 5minutes

Most studentshouldcorrect themistakesMoststudentsshouldunderstandthroughcorrection

Correction of theworksheet 18.1Students: read the wordsinserted in the blanksTeacher: help studentsto better understand theconcepts and integratethem

Skills

L S R W

Key vocabulary



U2_L18_ALL18.1.doc.docxWorksheet 18.1-Conclusions

Ongoingassessment:teachersevaluatestudents’comprehensionof the topic ofthe lesson

5 5minutes

Moststudentsshouldunderstandthehomework’sinstructions

Teacher: manage theexplanation for thehomework Students:listen carefully to theteacher

Skills

L S R W

Key vocabulary



U2_L19_ALL19.1doc.docxU2_L18_ALL.ppt.pptx

Worksheet 19.1


6 2minutes

Moststudentsshould beable to givefeedback

“Three hands “ activity:like/dislike Teacher’ role:askingagreement/disagreementabout the ended lessonStudents’ role:answering through“three hands”

Skills

L S R W

Key vocabulary

CommunicativestructuresI like it, I don’tlike it, It wasfunny, It isdifficult, Pleasestop, I needhelp, We can goon




Assessment isnot expected

CLIL Lesson PlanUnit number 2 Lesson number 3 Title ( LESSON 20) Chemical and physical properties of water


ActivityProcedure


1 40minutes

Most studentsshould be able torecognize thescrambledimages andmatch them tothe correctsentences Moststudents shouldrecall/understandthe mainchemical andphysicalproperties ofwater

Teacher/s:explain thenext activityand theyareavailable tohelpstudentsStudents:read one byone thesentencesin theboxes,understandthemeaningwith thesupport oftheteachersand matchthesentencesto theimages

Skills

L S R W

Key vocabularyIncompressibility;density; volume; mass;to expand; termalinsulating layer; highspecific heat; allowing;cool; freeze; mild;climate

CommunicativestructuresWater is denser thanoil; alcohol is less densethan oil(comparativeform) Use of thepresent simple in ascientific descriptionUse of the auxiliar verb


U2_L20_ALL20.1.doc(solution).docxU2_L20_ALL20.1.doc.docxU2_L20-21_ALL1.ppt.pptx

Worksheet 20.1 Scissors Gluestick Pen, pencils


2 5minutes

Most studentsshouldunderstand howwater pressure,or hydrostaticpressure,changes with thedepth

Teacher/s:elicitspecificvocab. andconceptsneeded forthe activity(waterpressureusing twoimages withthe PPTStudents:listencarefully tothe teacherand interactwithteachersgiving theirdeductionsof theimages

Skills

L S R W

Key vocabulary

CommunicativestructuresWH questions


U2_L20-21_ALL1.ppt.pptxPPT LIM

Formativeassessment:by observingtheirparticipation

CLIL Lesson PlanUnit number 2 Lesson number 4 Title (LESSON 21) Water pressure - Communicating vessels: experimental activity



1 35minutes

Most studentsshould bebecome awareof how waterpressure, orhydrostaticpressure,changes withthe depththrough theexperimentalactivity Moststudentsshouldunderstand theimportance ofsharing ideasMost studentsshould be ableto represent,by drawing,the outcomesof theexperiment

Teacher/s: one teachermanage the experimentin the bathroom withsmall groups of students;The other teacher, in theclassroom, helpsstudents to complete thews 21.1 Students:focused on the task-complete/correct theworksheet with the helpof the teacher

Skills

L S R W

Key vocabularyWater pressure;hydrostaticpressure;intensity; depth;holes; pins; tapwater; jet;weight; dam;increase;decrease; top;bottom


U2_L21_ALL21.1.doc(solution).docxU2_L21_ALL21.1doc.docx

Worksheet 21.1 Bottle, pins,tap water, pencil, rubber, pen,


experimentMost studentsshould start tolearn theimportance ofobservationLearning byobserving

CommunicativestructuresWhat do youthink about…..?;What happensif…..?; Can yousee….?; Thereason is that….“WH” questionsSuperlative (thelongest..)Present simpleand interrogativeform

2 10minutes

Studentsshouldunderstandwhat are thecommunicatingvessels andtheir priciplesMost studentsshould be ableto observe theprinciple of thecommunicatingvessels

Teacher: shows theexperiment in theclassroom to thestudents and explain itto them Students:observe the experiment;think about it; askquestions related to it,draw a picture on theirnotebook an write downthe principles Teacher:explains the homework

Skills

L S R W

Key vocabularyCommunicatingvessels; shape;size; level;imbalance;apparatusCommunicativestructures:

CommunicativestructuresWhat wouldhappen if I tiltthe container?;In my opinionthe water…..;What do youthink?; Can youpredict theoutcome if…?;


U2_L20-21_ALL1.ppt.pptx

Communicating vessels waterNotebook pen and pencil PPTLIM

Continuousassessment:participatingskills(answering,askingquestions,positiveapproach)Valuatinghomework:accuracy andprecisionnext lesson

3 2minutes

Most studentsshould be ableto givefeedback

Three hands” activity:like/dislike Teacher’ role:askingagreement/disagreementabout the ended lessonStudents’ role:answering through“three hands”

Skills

L S R W

Key vocabulary

CommunicativestructuresI like it, I don’tlike it, It wasfunny, It isdifficult, Pleasestop, I needhelp, We can goon





CLIL Lesson PlanUnit number 2 Lesson number 5 Title (LESSON 22) Oral examination; water identity card


ActivityProcedure


1 60minutes

Allstudents,one byone, areasked topresent totheteacherthe posterof thewatercycle andto explainit Moststudentsshouldreview themainconceptsandprinciplesof waterthroughthe

Teacher:listens tostudents’presentationStudents:eachstudentpresentshis/herposters;otherstudentslistencarefully tothepresentationof theirclassmatesand start tocreate thecover forthe identitycard andstart to

Skills

L S R W


PHOTOES_WATERCYCLEPOSTER.pdfU2_L22_ALL22.1.doc (solution).docxU2_L22_ALL22.1.doc.docxU1_L17_ALLRubricassessment.docx

Posters and ws 22.1

Fluency inspeakingGeneralcomprehensionand knowledgeof the contentsrelated to thewater cycleSpecific wordsrelated to thephases of thewater cycleAssessment ofthe water cycleposter --> seethe rubricassessment

theexercise

start tocompletethe ws 22.1

Key vocabularyWater cycle;evaporation;condensation;transportation;runoff;groundwater; rain;hail; snow; vapor;physical states;physical state atroomtemperature;color; residence;taste; density;melting point;boiling point;electricalcharacteristic;chemicalcharacteristic;human bodypercentage

CommunicativestructuresCould you tellme?; Can youshow me….?;What does itrepresent?; Canyou name thedifferent phases?;Can you identifythe differentparts?; What isthe function of….?

CLIL Lesson PlanUnit number 2 Lesson number 6 Title (LESSON 23) Water surface tension - Experimental activity


ActivityProcedure


1 20minutes

Moststudentsshould recallandrememberthe conceptsof cohesiveforces

Teacher/s:presents thedaily lesson witha PPT Students:listen carefully tothe teacherTeacher/s:stimulatestudents’thinking skillwith somequMost studentsshould recall andremember theconcepts ofcohesive forcesestions tointroduce theconcept of thesurface tension(images andvisual support)

Skills

L S R W

Key vocabularyElastic layer; cohesive;surface tension; weight

Communicativestructurescan you read…?; Doyou mind reading….?;Can the mosquitoesfloat on the surface?;What can you see inthis image? Can youexplain it also inItalian?;


U2_L23_ALL1.ppt.pptxPPT and images (visualsupport) LIM

Evaluation ofthe previousknowledgeaboutconcepts andvocab.(cohesiveforce)

2 30minutes

Moststudentsshould beable to readand followtheprocedureMoststudentsshould beable toobserve thesurfacetension ofwater andhow soapacts on itMoststudentsshouldunderstandthe principleof thesurfacetensionStudentsshould beable to workin pairs

Teacher/s:explains the aimof theexperiment andrepeat theproperty of thesurface tensionStudents: listencarefully to theinstructions anddo theexperiment

Skills

L S R W

Key vocabularyPepper; talc; washingsoap; sprinkle;overflow; sink; pour;float; touch; finger

CommunicativestructuresDo you agree with theoutcome?; Whathappens …; Whatconclusion can youdraw?; What is thefunction of….?; Don’t letit overflow….; Don’texaggerate….;


U2_L23_ALL23.1.docsolution.docxU2_L23_ALL23.1.doc.docx

Plate; water; pepper/talc;washing soap; Worksheet 23.1

Continuousassessment:participatingskills(answering,askingquestions,positiveapproach

3 10minutes

Moststudents,observingthe video(link), shouldbe able tocheck theexperiment

Teacher/s:encouragestudents’attention on thevideo for abettercomprehensionof theexperimentStudents:focused on thevideo

Skills

L S R W

Key vocabularyPepper; talc; washingsoap; sprinkle;overflow; sink; pour;float; touch; finger



U2_L23_ALL23.1.docsolution.docxU2_L23_ALL23.1.doc.docx

link Worksheet 23.1


https://www.youtube.com/watch?v=ho0o7H6dXSU

https://www.youtube.com/watch?v=ho0o7H6dXSU

CLIL Lesson PlanUnit number 2 Lesson number 7 Title (LESSON 24) Water surface tension-Homework - Groups divison



1 15minutes

Moststudentsshould beable toorganizethemselvesMoststudentsshould beable tochoose atopicstudiedduring theprojectMoststudentsshould beable tocreate thesketchInventing,planning

Teacher/s: explain theaims of the third moduleof the project; explainthe division of the classin 6 groups Students:listen carefully to theinstructions and to theexplanation of theteacher; students areasked to organizethemselves in groupsand choice the topic ofthe sketch among thepossibilities (proposed bythe teacher) Teacher/s:explain the homeworkrelated to the thirdmodule and explain thews 24.1 Remember thestudents to find somepictures on the web forthe identity cardStudents: eac

Skills

L S R W

Key vocabularyAct; sketch; play;role; topic; plan;project;

CommunicativestructuresHow would yourepresent this....?


U2_L23_ALL1.ppt.pptxU2_L24_ALL24.1.doc.docx

Worksheet 24.1


2 2minutes

Moststudentsshould beable togivefeedback

Three hands” activity:like/dislike Teacher’ role:askingagreement/disagreementabout the ended lessonStudents’ role:answering through“three hands”

Skills

L S R W

Key vocabulary






CLIL Lesson PlanUnit number 2 Lesson number 8 Title (LESSON 25) Capillary action of water - experimental activity


ActivityProcedure


1 20minutes

Most studentsshould correctand understandthroughcorrection

Teacher/s:manage thecorrectionand givemoreexplanationStudents:read theanswer andcorrect theworksheet

Skills

L S R W

Key vocabularySurfactant; surface;active; agent; drag;molecule; soap; dirty

CommunicativestructuresCan you read….; Canyou give me anexample?;


U2_L24_ALL24.1.docsolution.docx

Worksheet 24.2

Accuracyand precisionin thehomework

2 10minutes

Most studentsshouldunderstand theproperty of waterto rise alongnarrow tubes(practicalexamples of dailylife)

Teacher/s:introduceand explainthe newtopicStudents:listencarefully tothe teachersand try togiveexplanations

Skills

L S R W

Key vocabularyfibers; paper; wide;narrow; tubes

CommunicativestructuresDo you remember....?


U2_L25-26_ALL.ppt.pptxPPT and visual support LIM


3 20minutes

Most studentsshouldunderstand theaims of theExperiment Moststudents shouldbe able toobserve thedifferent phasesof theexperiment Moststudents shouldbe able tomanage theexperiment Moststudents shouldbe able toformulate somehypothesis Moststudents shoulddeduce theprinciple/propertydoing the

ExperimentalactivityTeacher/s:available tohelpstudentsStudents:focused ontheexperimentalactivity

Skills

L S R W

Key vocabularyGravity; heavy; wet;fibers; paper; flower;hypothesis; formulate;

CommunicativestructuresCan you predict theoutcome….?; Can youformulatehypothesis….?; Whatcan you see….?;


U2_L25_ALL25.1.doc.docxlink Worksheet 25.1 PPT LIM

Continuousassessment:participatingskills(answering,askingquestions,positiveapproach

https://www.youtube.com/watch?v=DuhdLonimdU

CLIL Lesson PlanUnit number 2 Lesson number 9 Title (LESSON 26) The property of capillarity


ActivityProcedure


1 10minutes

Students areasked toread theiranswers,share theirideas toeach othersupported bythe teachers(ws 25.1)

PlenarycorrectionTeachers/s:listen to thestudents’answers andintegrate theiranswersStudents: readand integratethe answers(ws 25.1)

Skills

L S R W

Key vocabularyGravity; heavy; wet;fibers; paper; flower;

CommunicativestructuresIn my opinion….; Whatdo you think about…?



Teacher/s:assess thecomprehensionof the studentsfrom theiranswers to thequestions

2 25minutes

Moststudentsshould beable tounderstandthe propertyof capillaritywith thesupport ofimages

Teacher/s:explain thenew propertyof water stepby step withthe help ofvisual support.Encouragestudents’understanding

Skills

L S R W


U2_L25-26_ALL.ppt.pptxU2_L26_ALL.doc forteachers.docxU2_L26_ALL26.1.doc.docx

PPT LIM Visual supportU2_L26_ALL.doc for teachersWs 26.1 (With visual organizer)

Teachersassess theparticipationand theconcentrationduring theexplanation

images(reference tothe PPT)Moststudentsshouldunderstandtheconceptualconnectionswith theprevioustopics Moststudentsshould beable tocreateconnectionswith theprevioustopics ofwater andwith theoutcomes oftheexperiment

understandingwith specificquestionsStudents: areasked to watchthepresentation ofthe teacherand try toanswer tosimplequestions

Key vocabularyAdhesion; cohesion;attractive forces; stick;drag; capillarity; tubes;climb up; diameter;wide; narrow

CommunicativestructuresIn this part of thelesson, due thecomplexity of thetopics, teacher willexplain the conceptsusing the L1 (code-switching) What canyou see…? What isit….? Are they ….?;What does ithappen…?; what is thedifference…? In thispart of the lesson, duethe complexity of thetopics, teacher willexplain the conceptsusing the L1 (code-switching)

CLIL Lesson PlanUnit number 2 Lesson number 10 Title (LESSON 27) Experimental activity: the colors of the rainbow


ActivityProcedure


1 35minutes

Students areasked tomanage anexperimentfollowing theinstructions of avideo (link)Studentsshould be ableto cooperateand work ingroup Studentsshould be ableto predict theresults of theexperiment,elaboratingtheir ideasthinking aboutthe conceptsstudied in thepreviouslessons

Teacher:shows thevideo andexplain thematerialneeded forthe activityand theprocedureStudents: oneby oneprepare andorganize theset for theexperiment(back of theclassroom)

Skills

L S R W

Key vocabularyExperiment; set;material; food coloring;cup; kitchen towel;amount; add; fold; play

CommunicativestructuresImperative form for theinstructions Can youpredict theoutcome/result of theexperiment?;Remember…; Thinkabout….


U2_L27_ALL27.1.doc.docxMaterial needed for theexperiment (ws 27.1) LIM Videolink

Teacherassesses theactiveparticipationof thestudents

https://www.youtube.com/watch?v=Ncv8Fm5HuX8

https://www.youtube.com/watch?v=Ncv8Fm5HuX8

2 25minutes

Studentsshould be ableto predict theresults of theexperiment,elaboratingtheir ideasthinking aboutthe conceptsstudied in thepreviouslessons

Students:read thequestions ofthe ws 27.1and try tounderstandthe meaningThey alsohave tocomplete thews 27.1 in thefollowing dayswhen theexperimentwill becomlpetedTeacher: helpstudents andexplain thehomework

Skills

L S R W

Key vocabulary

CommunicativestructuresWH questions



Teacher willevaluate inthe followingdays theanswersaccuracy ofthe ws 27.1

CLIL Lesson PlanUnit number 2 Lesson number 11 Title (LESSON 28) Treasure Hunt game


ActivityProcedure


1 60minutes

Most studentsshoulddemonstrate tocooperate ingroups Moststudents shouldbe able torespect therules of thegame Studentsare asked to befast, discusswith their teammates andanswercorrectly Moststudents shouldbe able find theclues andanswerproperly thequestions

Teacher/s:Explain therules and theaims of thegameStudents:listen carefullyto theteachers’explanationTeacher/s:observestudentsduring thegame aroundthe schooland supervisethe students.Available tohelp studentsStudents:focused onthe game

Skills

L S R W

Key vocabularyTeammates; rules;cooperate; clues; find;hidden;upstairs;downstairs;stairs; gym; bathroom;in; around

CommunicativestructuresImperative form: youhave to…; It is allowedto…; You should….Don't go there..., Hurryup....


U2_L28_ALL.ppt.pptxU2_L28_ALL1.doc (ex. forteacher).docxU2_L28_ALL28.1.doc.docx

Worksheet 28.1 PPT LIM penand pencil


CLIL Lesson PlanUnit number 2 Lesson number 12 Title (LESSON 29) Revision fot the test


ActivityProcedure


1 30minutes

Moststudentsshouldunderstandand correcttheirmistakesMoststudentsshouldreinforcetheirknowledgeon thetopic

Plenarycorrection ofthe gameTeacher/s:manage thecorrectionStudents:are asked tointeract withteachers:answer thequestions,correct themistakesand takenote if it isnecessaryTeacher/s:remindstudents tostudy for thetest andhandoutworksheet29.1 for ageneralrepetition

Skills

L S R W

Key vocabularyPhenomenon; physicalstates; formula; boilingwater; molecule; tubes;communicating vesselsand all the specificvocab. and concepts ofthe second unit of theproject

CommunicativestructuresWH questions Do youmind reading…?; Couldyou read youranswer...? Is itcorrect...?


U2_L28_ALL.ppt.pptxU2_L28_ALL28.1.doc.docxU2_L29_ALL29.1.doc.docxU_L29_ALL29.1_SOLUTIONS.pdf

Worksheet 28.1 PPT LIM worksheet29.1

Teachers willannouncethe winnerteam andencouragestudents tostudy for thetest

CLIL Lesson PlanUnit number 2 Lesson number 13 Title (LESSON 30) II Science test


ActivityProcedure


1 60minutes

Most studentsshould beable tocomplete thetest Moststudentsshoulddemonstratea good levelofparticipation

Teacher:explains theexercises of thetest, also usingthe L1 Students:listen carefullyto the teacherand ask moreexplanations if itis necessaryStudents areallowed toanswer also inL1

Skills

L S R W

Key vocabularyAll the voc. Andconcepts studied so farduring the second unitof the project

CommunicativestructuresImperative form: write…; answer thesequestions….; choosethe right answer; fill inthe blanks…, completethe...; match...


U2_L30_ALLtest.doc.docxTEST

Summativeassessment:at the end ofthe secondunite toidentifypossibleproblemsand throughwhich it’spossible tocheckstudents’knowledge

CLIL Lesson PlanUnit number 3 Lesson number 1 Title (LESSON 31) Realization of some fun sketches: writing


ActivityProcedure


1 60minutes

Most studentsshouldunderstand andcorrect themistakes in theII Science testMost studentsshouldunderstand theaims of the newactivity Moststudents shouldbe able toorganizethemselves ingroups Moststudents shouldbe able to writesimplescripts/dialogues

Teacher: at thebeginning of thelesson theScience teachercalls thestudents one byone to showthem the test(lesson 30) andhighlights themistakes.Teacherencouragesstudents tocorrect andreview the testat homeTeacher: theCLIL teachercollectsstudents’“identity card”Teacher/s:explain the aims

Skills

L S R W

Key vocabularyAll the specific vocab.studied so far: play;act; sketch; script;dialogue; role;teammate; actor;actress; mistake

CommunicativestructuresYou should play/act…;Why don’t you ….?;What is your idea?;What do you think…?;In my opinion….; Whatinformation would yourepresent …?;


U2_L30_ALLtest.solutions.doc.docx

Pen, notebook, tests

Teachersevaluate thepositiveapproach ofthe students:Continuousassessment:participatingskills(answering,askingquestions)

explain the aimsof the third uniteof the project:division of theclass in 6groups; eachgroup has tochoose aspecific topicstudied duringthe project;each studentplays acharacter/role;thedialogues/scriptshave the aim torepresent andrepeat somespecificconceptsstudied duringthe project

CLIL Lesson PlanUnit number 3 Lesson number 2 Title (LESSON 32) Realization of some fun sketches: writing - second part



1 60minutes

Most studentsshould be ableto write simplescripts/dialoguesMost studentsshouldunderstand theimportance ofbeing part of agroup Moststudents shoulddemonstrateeagerness

Students: are askedto create and playsome dialogues;students organizethemselves andcreate the settingsfor the sketches.Teacher/s: helpstudents with thewriting of thedialogues, givingsome ideas. Theysupport studentswith thecorrection/translationof the dialogues andwith thepronunciationScience and CLILteacher: assess thewater identity card

Skills

L S R W

Key vocabularyAll the specific vocab.studied so far andused in the sketches:water pollution, wastewater, experiment,surface tension, waterpressure, all thewords related to thewater cycle,....

CommunicativestructuresHow do you say inEnglish the Itlaianword.....? How do youtranslate....? Please Ineed help! Teachers,can you come here...?


PHOTOESIDENTITYCARD.pdf

Pen, notebook Wateridentity cards

Teachersevaluate thepositiveapproach ofthe students:creativity,originality,determination,pronunciation,preparation,eagerness andenthusiasmThe teacherassess thewater identitycard: accuracyand precision,respect of theinstructions,use of Englishlanguage tomake sometaglines,quality of thework

CLIL Lesson PlanUnit number 3 Lesson number 3 Title (LESSON 33) Realization of some fun sketches: playing

Activity Timing Learning Outcomes ActivityProcedure


1 120minutes

Most students should beable to use their creativityand fantasy to prepare thesettings for the sketchesMost students shouldunderstand the importanceof being part of a groupMost students shoulddemonstrate eagerness

Students:organizethemselvesand createthe settingsfor thesketches.Teacher/s:film thesketches

Skills

L S R W

Key vocabularyAll the specific vocab. ofthe sketches

CommunicativestructuresSimple dialogues withthe affermative,interrogative form andnegative form, WH-questions


SKETCHES.pdfTablet/camera;desk; chairs;instruments;bottles; blackboard;clothes; pins;glasses; pepper;plate; water; soap;See the sitographyfor the links of thevideos (YOU TUBE)

Teachersevaluate thepositiveapproach ofthe students:creativity,originality,determination,pronunciation,preparation,eagerness andenthusiasm

CLIL Lesson PlanUnit number 3 Lesson number 4 Title (LESSON 34) School trip in Fondo (TN):the “Casa dell’acqua” Museum


ActivityProcedure


1 Schooltripday

Students should beable to remember,visiting the rooms ofthe museum, someconcepts and topicsstudied during theproject Studentsshould be able tointeract with theguide using specificlanguage Studentsshould be able toreview the maintopics of the project:Genesis of the NonValley; building ofthe dam of SantaGiustina lake; rocksand morphology ofNon Valley (canyon,fauna of Smeraldolake); chemical andphysical propertiesof water; the watercycle; examples ofwasted water; videoabout the town ofFondo and thespecial clock(hydrochronometer);uses of water in thepast

Teacher/s:manage theschool tripandencouragestudents’speaking(SST)Students:interact withthe museumguide:asking,speaking,answeringSomegroupscompletethe playingof theirsketchesusing thescenographyof the place

Skills

L S R W

Key vocabularyAll the specificvocab. studied sofar

CommunicativestructuresWhat is it?; Whatare they?;What isyour idea?; Do youremember.....?


Photoes.pdfCompletesitography.docx

Tablet/camera


Documents

CLIL Module Plan